Teacher Im/material: academic teaching and the new pedagogics of instructional design
The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about instructional design.While the imperative to use communication technologies to increase learner access is laudable, the question of ‘access to what’ should also be addressed in all its complexity. Disparate terrains of new literature about teaching and learning, technology and corporeality can bring fresh perspectives to bear on the nature of pedagogical work. However such literatures are rarely brought together. In this paper the authors work across aspects of learning theory, critical theory and post structuralism to explore the question ‘access to what’. In so doing they raise important questions about the embodied nature of teaching and learning, and the potential of both ‘embodied’ and ‘disembodied’ teaching to produce and counter marginalization. The argument is that all decisions about the appropriateness of particular pedagogical practices must engage with such questions.
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 1998 American Educational Research Association|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||06 May 2005 00:00|
|Last Modified:||09 Jun 2010 12:24|
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